TY  - JOUR
AB  - - Consumer education is a normative field of action.
- Social science teachers base the design of consumer education concepts often on their own, milieu-bound values.
- Especially when teachers see students' consumption as deficient, consumer education has the task to teach appropriate consumption patterns.
- In formal teacher training processes, students’ everyday experiences as members of society can serve as a starting point for self-reflective processes.
Purpose: This article aims to discuss the influence of milieu-based daily life experiences on teaching social science studies by taking the example of consumption. It should be asked to what extent personal habitus in a Bourdieuian sense influences teachers’ beliefs about consumer education in particular and social science education in general. 
Method: Qualitative interviews and group discussions with 19 teachers out of the social science domain were analysed following the concept of interpretation patterns as socially shared world views. 
Findings: Personal experiences and common knowledge based on the daily involvement in consumption practices are a crucial factor influencing consumer education. They lead rather to tendencies of overwhelming students than imparting knowledge about consumption as a social phenomenon. Implications: Teacher training in fields of social science education, which is strongly related milieu-driven daily life, should focus a distanced, reflective and multiperspective view on the teaching practices based on professional, theoretic knowledge.
DA  - 2021-10-15
DO  - 10.11576/jsse-3960
LA  - eng
IS  - 3
PY  - 2021-10-15
SN  - 1618-5293
T2  - JSSE - Journal of Social Science Education
TI  - Consumer education as counselling? Teacher beliefs about consumption and (social science) education
UR  - https://doi.org/10.11576/jsse-3960
Y2  - 2026-02-22T00:46:49
ER  -